3rd Grade Compilation

Math – Graduated Cylinder
Tuesday, March 20th
Name of lesson Graduated Cylinder
Content Standards 3.9 The student will estimate and use U.S. Customary and
metric units to measure:
a) length to the nearest ½ - inch, inch, foot, yard,
centimeter, and meter;  
b) liquid volume in cups, pints, quarts, gallons, and liters;
 
c) weight/mass in ounces, pounds, grams, and kilograms;
and  
d) area and perimeter.  
Specific Content Students will learn about graduated cylinders, specifically

how to read the measurement that a graduated cylinder
provides.
My Background Knowledge I know that in order to get an accurate measurement, you

must look at the graduated cylinder from eye level and you
have to read the measurement that is at the meniscus, or the
dip in the water. I also know that graduated cylinders are
used to measure mL instead of a customary unit of
measurement.
My beliefs about how to teach

this material vs other methods
Materials needed/preplanning -Graduated Cylinders

logistics -Water
-Food Dye
Activity description 1. What Is A Graduated Cylinder?

 Measures liquid
 Read at the dipped line
 Measurements need to be near the reading (ex. The
meniscus may be at 51 mL but if they round to about
50 mL then that’ll be fine)
2. Comparing Volumes
 Milliliters vs. Liters
 Milliliters are smaller than liters
 What are things that we would measure with
milliliters
Differentiation This is done in small group so these students are given more
support and one-on-one time if they need it.
Assessment Students were given a short worksheet to complete that

reviewed how to read liquid measurements in a graduated
cylinder.
Reflection
Social Studies – Ancient Mali – Day Two
Friday, March, 23rd - 11:20 – 11:55
Name of lesson Ancient Mali – Introduction – Day Two
Content Standards 3.4 The student will develop map skills by

a) locating Greece, Rome, and West Africa;
Specific Content Today we will focus on Ancient Mali. Students will identify
where Mali is on the map and we will look at maps that
show the boundaries of Ancient Mali.
My Background Knowledge In order to learn more about Ancient Mali, I used internet
resources that elaborated on the information the SOLs
wanted students to learn. I know that compared to Ancient
Rome and Ancient Greece that the government and culture
of Ancient Mali was very different. I also know that
students need to start developing skills of comparing
different societies and cultures as well as understanding
what makes cultures different to ours.
My beliefs about how to teach I believe that Ancient Mali should be taught because we still
this material vs other methods see elements from Ancient Mali in present day society. I
also think that it’s important to allow for these different
elements to be taught on different days because students
need to have the opportunity to explore these elements for
themselves, rather than just knowing the bare minimum for
the SOLs. I also think that by integrating a research paper
during our writing lesson that has to do with the information
we learn in social studies that it allows students to expand
their knowledge on a topic that interests them.
Materials needed/preplanning -Projector

logistics -Computer
-Powerpoint
Activity description 1. Powerpoint

 Mali Today
o Review continent
o Review city, river, and Sahara Desert
 The Kings of Mali
o Sundiata
o Mansa Musa
 Mali Trade
o Gold and Salt
o Trade Route
 What Else Did Mali Trade
 Slide w/ picture
 Salt
 Timbuktu
 Griots
2. Mali Song Video
 Insert link here
Differentiation
Assessment
Reflection
Math – Perimeter – Day One
Friday, March 23, 2018
Name of lesson Perimeter – Day One
Content Standards 3.10 The student will

a) measure the distance around a polygon in order to
determine perimeter;  
Specific Content Today students will learn about perimeter and how to find
the perimeter of an object.
My Background Knowledge I know that perimeter is the distance around an object and I
also know that it can be found in different ways.
My beliefs about how to teach

this material vs other methods
Materials needed/preplanning -Ruler

logistics -White Board
-Manipulatives
Activity description 1. What is Perimeter?

 Teacher Talk Aloud: Perimeter is the distance
around an object. Today we are going to learn how
to find the perimeter of certain shapes.
2. How Do We Measure Perimeter?
 I will draw a shape on the board and show students
how to measure the perimeter and calculate the total
perimeter
 Teacher Talk Aloud: When measuring perimeter,
you are going to measure each side and writing the
measurements for each side. Ask students how they
think you will find the total perimeter, then calculate
them all together. For example, on this shape I will
measure each side and add them together.
 Model the measuring and totaling of the distace
around the figure.
3. Measuring Perimeter with Only Two Known Sides
 Explain to students that in some shapes, the
congruent sides have the same length measurement.
 Draw a rectangle on the board and show them that
the long side and the short side are equal in
measurement.
 Identify the measurement of one short and one long
side. Tell students that you can find the perimeter
by only using these two measurements because the
short and long sides are the same length.
 After showing them one example, draw another
rectangle and identify the length of the short and
long side. Ask students to tell you the length of the
sides that do not have a measurement.
4. Perimeter Practice
 After you have shown students how to measure
perimeter, pass out the manipulatives.
 Using manipulatives, students will work in partners
to make different shapes and measure their perimeter
 Have students build different shapes by telling them
to build a shape using certain color edges and then
have them measure the distance around the figure.
5. Activity for Small Group
 During small group, students who are not in small
group will have different shapes that have the
measurements already identified
 Each shape is labeled with a letter and on a piece of
paper they will total the distance around the shape
 Once they have finished one shape, they will move
on to another shape
Differentiation
Reflection activities
Assessment The activity that students will do when they are not in small
group will be turned in so that I can look at it and find
where students have misunderstandings in perimeter.
Reading – Context Clues – Day One
Monday, March 26, 2018
Name of lesson Reading – Context Clues
Content Standards 3.4 The student will expand vocabulary when reading.
c) Apply meaning clues, language structure, and phonetic
strategies.
d) Use context to clarify meaning of unfamiliar words
Objectives  The student will review the strategy of using context

clues to figure out the meaning of an unknown word
 The student will practice using context clues to
figure out what the unknown word means
choose a word to complete the sentence with the
correct context
My Background Knowledge  In order to find out what an unknown word means

there are a few different strategies that involve
referencing the text
 Knowing how to identify context clues is an
important reading strategy for students, especially as
they come across words that are
Materials needed/preplanning -Character Trait Worksheets

logistics -Match Words and Definitions Worksheet
Activity description 1. Review Context Clues

 We will review the five different ways that students
can use context clues to figure out unknown words
when they are reading
 Five ways to use context clues
o Definition
 The author may give you the meaning
of the word after they introduce the
unknown word
o Examples
 In the text, the author may give
examples of the word they are using
 Look for the words: “such as”, “like”,
and/or “or”. These words will signal
to you that the author is about to give
you an example that will help you
understand or define the unknown
word
o Word Parts
 Is there a helpful prefix, suffix, or
root word that can help you?
 If you know the meaning of the
prefix/suffix/root word, you’ll be one
step closer to knowing the definition
of the word
o Synonyms
 Does the author give you a
description that can help you think of
a word that is similar to your
unknown word?
o Antonyms
 Does the author give you a
description that describes the
opposite of your unknown word?
2. Context Clues – Character Traits Worksheet

 As a whole group, we will complete the front of the
character traits worksheet
 After we have finished the front of the worksheet, I
will put the students in partners so that they can
work on the back of the worksheet together
Differentiation Purple Small Group Blue Small Group
-Match Words and -Match Words and

Definitions Worksheet Definitions Worksheet
Assessment Students complete a worksheet and they also are given more
support in small group where I can progress monitor.
Reflection
Spelling – Suffixes – Day One
Name of lesson Spelling - Suffixes
b) Use knowledge of roots, affixes, synonyms, and
antonyms to determine the meaning of new words
Objectives  The students will identify what a suffix is

 The students will sort three different types of
suffixes
 The students will apply different suffixes to different
root words to to match the correct context
My Background Knowledge  Suffixes are added after the root word which
changes it’s meaning
Materials needed/preplanning -Suffix Sort

logistics -Worksheet
Activity description 1. Review Suffixes

 What Are Suffixes?
o Suffixes is something that we add to a word
that changes it’s meaning and it goes after
the root word
 Review “-ly”, “-less”, and “-ful”
o –ly – meaning in a certain way
o –less – meaning without
o –ful – meaning full of
2. Day 1 Suffix Sort
 Students will sort root words based on whether they
make sense when the suffix –ly, -less, or –ful, is
added to them
3. “To the Rescue” Worksheet
 Students will do this for more practice with adding
different suffixes to root words in order to make a
sentence that makes sense
Differentiation Differentiation is usually done by having two separate

spelling groups, within word and syllable affix, but this
week we have done whole group because of time.
Assessment I check the sort that students did and they have a worksheet
that I will check.
Reflection
Social Studies – Ancient Mali – Day Three
Name of lesson Ancient Mali – Day Three
Content Standards 3.2 The student will study the early West African empire
of Mali by describing its oral tradition (storytelling),
government (kings), and economic development
(trade).
Objectives  Students will locate correct answers in the textbook

 Students will record answers based on the text
My Background Knowledge  Compared to Ancient Rome and Ancient Greece that

the government and culture of Ancient Mali was
very different
 Students need to start developing skills of comparing
different societies and cultures as well as
understanding what makes cultures different to ours
Materials needed/preplanning -Ancient Mali Booklets

logistics -Video
Activity description 1. Our World Worksheet

 As a class, we will complete the worksheet that goes
with the Our World textbook
 Students will read questions aloud and I will tell
them the general area of where to find the answer
 I will walk around and progress monitor as students
are working on finding answers
Differentiation
Assessment
Math – Perimeter
Name of lesson Perimeter – Day One

Objectives  Students will demonstrate how to calculate

perimeter
 Students will explain how to find the perimeter of
different rectangles
My Background Knowledge  Perimeter is the distance around an object

 Perimeter can be found in different ways, including
measuring the outside of an object and counting
each side that is around the outside of an object
Materials needed/preplanning -Rectangles

logistics -Projector
Activity description 1. Review Perimeter

 First, we will review perimeter and how to find the
perimeter of an object
2. Finding Unknown Lengths and Calculating Perimeter
 I will show different rectangles on the projector and
students will draw them on the white board
 We will work on finding the lengths of the unknown
sides and I will ask students to explain their
reasoning as to why they assign a length to an
unknown side
 Students will then calculate the perimeter and I will
call on different students for the answer and ask
them to explain how they got that answer
Differentiation Small groups are focusing more on perimeter in the

concrete.
Assessment Students have
Reading – Context Clues – Day Two
Tuesday, March 27, 2018
strategies.

correct context

Materials needed/preplanning -Flocabulary video

logistics -Context Clues Chart
-Context Clues Worksheet
-Context Clues Scoot

2. Context Clues Flocabulary
 https://www.flocabulary.com/unit/context-clues/
3. Context Clues Worksheet
 Whole Group – do a character traits worksheet
4. Context Clues Scoot
-Finding Proof Worksheet #1 -Finding Proof Worksheet

-Finding Proof Worksheet #2 #1
-Finding Proof Worksheet
#2
Assessment
Reflection
Spelling – Suffixes – Day Two
Name of lesson Spelling - Suffixes
b) Use knowledge of roots, affixes, synonyms, and
antonyms to determine the meaning of new words
Objectives  The students will identify what a suffix is

 The students will sort three different types of
suffixes
 The students will apply different suffixes to different
root words to to match the correct context
My Background Knowledge  Suffixes are added after the root word which
changes it’s meaning
Materials needed/preplanning -Suffix Sort

Activity description 1. Review Suffixes

 What Are Suffixes?
o Suffixes is something that we add to a word
that changes it’s meaning and it goes after
the root word
 Review “-able”, and”-y”
o –able – meaning can be
o –y – meaning having
2. Day 1 Suffix Sort
 Students will sort root words based on whether they
make sense when the suffix –y, or –able, is added to
them
3. “Look Out Below!” Worksheet
 Students will do this for more practice with adding
different suffixes to root words in order to make a
sentence that makes sense
Differentiation
Assessment
(trade).
Objectives  Students will describe pictures within the text

 Students will predict main ideas of the text by
looking at pictures
 Students will use the text to find answers to
questions

very different

logistics -Video
Activity description 1. Ancient Mali Booklets

 Today students will have booklets about Ancient
Mali that we will read.
 Picture Walk and Read Aloud
o Teacher Think Aloud: In these booklets, we
are going to learn more about Ancient Mali
and what life was like in Ancient Mali. We
are going to read it together and look at the
pictures on each page to think about what
Ancient Mali may have been like
o Pages 1-2
 Teacher Think Aloud: First, let’s look
at the images on the first two pages.
What can we tell from these pictures?
What is something we might learn
about on these pages?
o Pages 3-4
 Teacher Think Aloud: Let’s look at
the images on pages 3-4. What can
we tell from these pictures? What is
something we might learn about on
these pages?
o Pages 5-6
these pages?
o Pages 7-8
the images on the pages 7-8. What
can we tell from these pictures? What
is something we might learn about on
these pages?
o Pages 9-10
these pages?
o Glossary
 Teacher Think Aloud: On our last
page, we have a glossary. How can
the glossary help us?
2. Video
 Depending on time, what this video
o The Great Malian Empire -
https://www.youtube.com/watch?v=jna1EN
Y5hi4&t=0s
Differentiation
Assessment
Math – Area – Day One
Name of lesson Area – Day One

b) count the number of square units needed to cover a given
surface in order to determine area
Objectives  Students will demonstrate how to calculate area

 Students will show that they know how to calculate
perimeter and area
My Background Knowledge  Area is the amount of square units on an object’s

surface
 At the third grade level, in order to find area
student’s count how many squares are in a shape.
Materials needed/preplanning -Manipulatives

logistics -Projector
-White Board
Activity description 1. What is Area?

 Teacher Talk Aloud: Area is the amount of squares
that we count within a shape. Today we are going to
learn how to find the area of certain shapes.
2. Counting Area
 I will draw a shape on the board with gridlines and
show students how to measure the perimeter and
calculate the total perimeter
 Teacher Talk Aloud: When measuring area, you will
have squares within the shape that you are
measuring. In order to find the area, we are going to
count all of the squares within this shape.
 After I have shown them on the board how to count
area, we will use manipulatives to create shapes and
count the area of the shapes that we make.
Differentiation Small group
Assessment Seatwork that they do during small group time

Reflection
Reading – Context Clues – Day Three
Wednesday - March 28, 2018
strategies.

correct context

Materials needed/preplanning -Context Clues Chart

logistics -Context Clues Scoot
-Context Clues Worksheet

2. Context Clues Scoot
 After reviewing context clues, students will have a
scoot to complete and they can finish during small
group time
-Finding Proof Worksheet #5 -Finding Proof Worksheet

-Abbreviations Match -Abbreviations Match
Assessment
Reflection
Spelling – Abbreviations – Day One
Wednesday – March 28, 2018
Name of lesson Spelling - Abbreviations
Content Standards 3.10 The student will edit writing for correct grammar,
capitalization, punctuation, and spelling.
g) Use simple abbreviations
Objectives  The students will identify the correct abbreviation to

the matching word

My Background Knowledge  Abbreviations are a shortened form of a word

 Abbreviations can be used to shorten a month, a day
of the week, a road or street title, and formal titles
Materials needed/preplanning -Abbreviation Flashcards

logistics -White Board
Activity description 1. Introduce Abbreviations

 Teacher Think Aloud: Today, we are going to talk
about abbreviations. Abbreviations can be used to
shorten long words, such as months of the year or
days of the week. We are going to look at some
different words and figure out what they’re
abbreviations.
 I will create a t-chart on the white board that
differentiates the words from the abbreviations and
then fill it in
2. Abbreviations Matching
 Using flashcards, we will match the correct
abbreviations to their words
3. Practice Book Page 100
Differentiation
Assessment
Math – Area & Perimeter – Day Four
Wednesday - March 28, 2018
Name of lesson Area & Perimeter – Day Four

b) count the number of square units needed to cover a given
surface in order to determine area
Objectives  Students will demonstrate how to calculate area

 Students will show that they know how to calculate
perimeter and area
My Background Knowledge  Area is the amount of square units on an object’s

surface
 Perimeter is the distance around an object
 Perimeter can be found in different ways, including
measuring the outside of an object and counting
each side that is around the outside of an object
 At the third grade level, in order to find area
student’s count how many squares are in a shape.
Materials needed/preplanning -White Board

logistics -Paper Handouts
Activity description 1. Area and Perimeter

 Review area and perimeter
2. Area and Perimeter Activity
 Students will find the area and perimeter of their
name
3. Area and Perimeter Assessment
Differentiation Small group
Assessment Today we are testing on area and perimeter which will show
us who may need more help.
Reflection
Whole & Small Group Reading – Two Bad Ants – Day One
Tuesday – April 3, 2018
Name of lesson Reading – Two Bad Ants – Story Structure
Content Standards 3.4, 3.6, 3.5
Objectives  The student will define vocabulary words

 The student will infer information from the text
My Background Knowledge  Throughout the week, students will need to know

these vocabulary words
Materials needed/preplanning -Vocabulary Cards

logistics -Reading Textbook
-Two Bad Ants
-The Family Under the Bridge
-Rumplestiltskin
-No Place Like Home
Activity description 1. Introduce Vocabulary

 Read one word aloud and then have students explain
what they think it means
 Use the word in a sentence so students know how to
use it in context
2. Activate Background Knowledge
 Display and read the Ant Life background page
 Read the paragraphs on the page and also have
students refer to the picture and the caption on the
page
 This will give students background knowledge they
need for this week’s book and it will give them
practice with vocabulary
Differentiation Blue Group Purple Group Green Group
-Begin reading -Begin reading -Review

The Family Under Rumplestiltskin vocabulary
the Bridge -Begin reading
No Place Like
Home
Assessment
Reflection
Spelling – Syllable & Affix Group – Day One
Name of lesson Spelling – Word Sort
Content Standards 3.4, 2.5
Objectives  The student will identify spelling patterns of

diphthongs /ou/ and /ow/
 The student will read, sort, and write words with
dipthongs /ou/ and /ow/
My Background Knowledge  Each spelling word sorts into the /ow/ or /ou/ vowel
dipthongs
 These dipthongs have different sounds which are
important to differentiate in order to know how to
spell these spelling words
Materials needed/preplanning -Word Sorts

logistics -Spelling Lists
-Sort Pocket Chart
Activity description 1. Introduce Spelling Words

 Students will get their spelling words for the week
and we will go them
 After we have read through them, I will show them
the spelling pattern we are sorting by
2. Spelling Sort
 After I have introduced what we are sorting, I will
model how to sort the different diagraphs and I will
also model how the words sound different based on
their spelling pattern
Differentiation This spelling lesson is done in small group based on student

progression in Words Their Way.
Assessment There will be a spelling test at the end of the week
Reflection
Social Studies – Ancient Mali – Day Five
Name of lesson Ancient Mali – Day Five
(trade).
Specific Content  The student will recall information from the short
text

very different. I also know that
understanding what makes cultures different to ours.
Materials needed/preplanning  Ancient Mali Text

logistics  Text Questions
 Video
Activity description 1. Story and Questions

 Students will read a passage about Ancient Mali and
we will answer questions about the passage
2. Video
 https://www.youtube.com/watch?v=jna1ENY5hi4&t
=0s
Differentiation For students that struggle, we will go back and find exactly
where the answer is in the text.
Assessment
Math – Time – Day One
Monday – April 3, 2018
Name of lesson Time – Day One

a) tell time to the nearest minute, using analog and digital
clocks;
Objectives  The student will match the correct times to the

correct clock displays
 The student will identify the correct time
 The student will create the matching times using
their geared clocks
My Background Knowledge  In order to tell time to the nearest minute, there has
to be a minute and an hour hand on the clock and
students have to be able to differentiate the two
 When calculating elapsed time, students will only be
calculating in hour increments
Materials needed/preplanning -Geared Clocks

logistics
Activity description 1. Introduce Time

 Today we will begin our time unit by introducing
how to tell time to the nearest minute
 We will review what the “1, 2, 3..” represent on the
clock
 We will also talk about the 15, 30, 45, and 60 minute
intervals and the one minute intervals
2. Time Activity
 Using geared clocks that each student can
manipulate, we will work on creating the correct
time on our clocks
 Students will come up and change the time on my
clock and I will be walking around to monitor
students as they are manipulating their clocks

Differentiation Group A Group B Group C
We will work We will work We will work

more with time more with time more with time
using clock using clock using clock
manipulatives and manipulatives and manipulatives
depending on how depending on how and depending
they did in whole they did in whole on how they did
group group in whole group
Assessment
Whole & Small Group Reading – Two Bad Ants – Day Two
Wednesday – April 4, 2018
Content Standards 3.4, 3.6, 3.5
Objectives  The student will identify different elements in a

story
 The student will retell what has happened so far in
the stories that we are reading
My Background Knowledge  The book that we are reading, Two Bad Ants,
 Students need to know the different elements of
story structure, including characters, setting,
problem, and solution
Materials needed/preplanning -Journey Textbook

logistics -Graphic Organizer
-Family Under the Bridge
-Rumplestiltskin
-No Place Like Home
Activity description 1. Introduce Story Structure Graphic Organizer

 Before we continue reading, I will introduce our
story structure graphic organizer and the different
parts of the graphic organizer
 Students will fill this out as we read
2. Review Two Bad Ants

 We will review what we read yesterday and the
information that we’ve been introduced to about ants
and about what is happening in our story
3. Continue Reading Two Bad Ants

 We will continue reading Two Bad Ants as a class,
discussing the text and filling out our graphic
organizer as we go
 Read pages 179-187
 Review Vocabulary
The Family Under Rumplestiltskin No Place Like
 Retell what we’ve read the Bridge Home
the day before
 Work on story structure

(characters, setting,
problem, solution, etc.)
Assessment
Reflection
Spelling – Within Word Group – Day Two
Content Standards 3.2

dipthongs
Materials needed/preplanning -Sort

logistics -Scissors
-Squirrels book
Activity description 1. Review Sort

 The group will review the /ou/ and /ow/ dipthongs
that we are working with today
2. Sort Words
 Students will cut and sort their words into their sort
page in order to get practice with identifying the
different dipthongs
3. Read “Squirrels”
 Time permitting, we will read “Squirrels” and work
on identifying the different spelling patterns within
the text
Differentiation Spelling is done in small groups, this group is the within

word group.
Assessment There will be a spelling test at the end of the week.
Reflection
Social Studies – Ancient Mali – Day Six
Name of lesson Ancient Mali – Day Six
(trade).
Specific Content  The student will recall answers from the fable and
locate them in the text
 The student will identify answers from the text on
their own

Materials needed/preplanning -Video

logistics -Fable handout
Activity description 1. Ancient Mali Video

=0s
2. Fable – The Tortoise and the Eagle
 Review griots and storytelling
 Introduce African fable: The Tortoise and the Eagle
 Read fable as a class
 Students will finish the questions individually
Differentiation I will give students who may struggle a more detailed map
that they just color the different colors rather than putting
the specific symbols on the map as well. I will also have
complete maps for students who may need them for their
notes.
Assessment
Math – Time – Day Two
Name of lesson Time – Day Two

clocks;
Objectives  The student will identify the correct time

 The student will create the matching times using
their geared clocks
My Background Knowledge  In order to tell time to the nearest minute, there has
to be a minute and an hour hand on the clock and
students have to be able to differentiate the two

logistics -Nearest Minute seatwork
-Problem Solving Book
Activity description 1. Review Clock

 I will review how many minutes are in an hour and
the minute/hour hand
 I will reteach about the left side of the clock,
showing students how the hour hand moves as the
minute hand goes past 30 minutes and towards 60
minutes/new hour
2. Time to the Nearest Minute
 Using geared clocks, we will work on time to the
nearest minute
3. Time Seatwork
 Students will have seatwork that works on
identifying time to the nearest minute

-Time to the -Review area and -Problem solving
 These groups have been nearest minute perimeter activities,
put together based on -Work on left -Work on nearest numbers: 9, 12,
pre-test scores side of the clock five minutes 19, 17, 24
(minutes 30-59) -Fix misconception
about left side of
clock
Assessment
Whole & Small Group Reading – Two Bad Ants – Day Three
Thursday – April 5, 2018
Content Standards 3.4, 3.6
Objectives  The student will identify different elements in a

story
 The student will retell what has happened so far in
the stories that we are reading
My Background Knowledge  The book that we are reading is Two Bad Ants and I
have read and marked where students should be
questioned to make sure they are comprehending the
text
 Students need to know the different elements of
story structure, including characters, setting,
problem, and solution
Materials needed/preplanning -Journey Textbook

logistics -Graphic Organizer
-Family Under the Bridge
-Rumplestiltskin
-No Place Like Home
Activity description 1. Review Two Bad Ants

 We will review what we read yesterday and the
information that we’ve been introduced to about ants
and about what is happening in our story
2. Finish Two Bad Ants

 We will finish reading Two Bad Ants and work on
retelling the story after we’ve finished it
3. Finish Story Map

 Students will finish their story maps and we will
review the story using them
 Review Vocabulary
The Family Under Rumplestiltskin The Tortoise and
 Retell what we’ve read the Bridge the Eagle
the day before
 Work on story structure

(characters, setting,
problem, solution, etc.)
Assessment
Reflection
Spelling – Within Word Group – Day Three

Content Standards 3.2

dipthongs
Materials needed/preplanning -Sort

logistics -Scissors
-Squirrels book
Activity description 1. Review Sort

 The group will review the /ou/ and /ow/ dipthongs
that we are working with today
2. Read “Squirrels”
 We will read “Squirrels” and work on identifying
the different spelling patterns within the text
Differentiation Spelling is done in small groups, this group is the within

word group.
Assessment There will be a spelling test at the end of the week.
Reflection
Social Studies – Ancient Mali – Day Seven
Name of lesson Ancient Mali – Day Seven
(trade).
Specific Content  The student will create a gris-gris

 The student will explain what they’ve learned about
Ancient Mali

Materials needed/preplanning -Gris-Gris Materials

logistics
Activity description 1. Introduce Gris-Gris

 Give background knowledge about what a gris-gris
is and how they were used
2. Start Gris-Gris
 Students will start making their own gris-gris and
they will write down what they’ve learned on the
back
 Depending on student progress, they will start
decorating it
Differentiation None needed
Assessment
Reflection
Math – Time – Day Three
Name of lesson Time – Day Three

clocks;
b) determine elapsed time in one-hour increments over a 12-
hour period.  
Objectives  The student will show how they calculate elapsed

time
 The student will utilize a t-chart to calculate elapsed
time
My Background Knowledge  When calculating elapsed time, students will only be

calculating in hour increments

logistics -White Boards
-Marker
Activity description 1. Review Telling Time

 Before we start elapsed time, students will make a
couple of times on their clock
2. Introduce Elapsed Time
 I will introduce elapsed time as when hours go by
for a certain amount of time
 Students only have to know elapsed time in one-
hour increments so we will work on students going
from one time to another and then counting that time
 In order to work on elapsed time, I will introduce
calculating elapsed time on a t-chart

-Elapsed time -Work on nearest -Elapsed time with
These groups have been put with clocks minute clocks
together based on pre-test scores - Using white -Move on to - Using white
boards to write elapsed time boards to write out
out elapsed time elapsed time
calculation calculation
Assessment
Reflection
Whole & Small Group Reading – Skills
Name of lesson Reading – Skills
Content Standards 3.5 The student will read and demonstrate comprehension
of fictional text and poetry.  
d) Compare and contrast settings, characters, and events.  
Objectives  The student will compare and contrast non-fiction

and fiction
My Background Knowledge  The difference between fiction vs. non-fiction are

that one story did not really happen and one did
 Sometimes, fiction stories can have true facts
 Compare and contrast can be used to find the
similarities and differences between a group of
objects or in two different texts
 Comparing can be used to find things that are in
common or the same and contrasting can be used to
find things that are different
Materials needed/preplanning -Small Group Text

logistics -Flocabulary Video
Activity description 1. Small Group Instruction

2. Whole Group – Fiction vs. Non-Fiction
 We will review the difference between fiction and
non-fiction
 https://www.flocabulary.com/unit/fiction-vs-
nonfiction/
 I will create a venn-diagram on the board and
students will compare and contrast fiction and non-
fiction
Differentiation Purple and Blue Green and Pink

Small Group Small Group
 Compare and Contrast
-Using a text, we will -Using a text, we will
compare and contrast compare and contrast
information from the text information from the text
Assessment
Reflection
Whole Group – Language – Singular Possessives
Name of lesson Language – Singular Possessives
capitalization, punctuation, and spelling.  
e) Use singular possessives.  
Objectives  The student will
My Background Knowledge  Singular possessives use an apostrophe to show

someone’s ownership of something
Materials needed/preplanning -Singular Possessives Poster

logistics -Possessive Noun Worksheet
Activity description 1. Singular Possessives

 I will go over singular possessives with students and
give them examples of what possessives look like
 I will emphasize the use of the apostrophe
 I will have phrases that I say that students will
practice making possessive (the plate of the boy, the
dress of the girl)
2. Worksheet
 Students will do a quick worksheet which will help
assess whether or not they understood the content
Differentiation
Assessment Worksheet
Reflection
Social Studies – Ancient Mali – Day Nine
Name of lesson Ancient Mali – Day Nine
(trade).
Specific Content  The student will categorize the characteristics of

different ancient civilizations they’ve learned about
(Mali, Greece, Rome)
 The student will recall facts about Ancient Mali

Materials needed/preplanning -Ancient Civilizations Think Links

logistics -Review Game
Activity description 1. Fact and Opinion Worksheet

 Students will complete a fact and opinion sheet that
reviews Ancient Mali
2. Review Game
 “I have...who has?”
 This game will help them think about what they’ve
learned about Ancient Mali and review for their test
the next day
Differentiation
Assessment
Math – Time – Day Five
Name of lesson Time: Calendar – Day Five
Content Standards 3.12 The student will identify equivalent periods of time,
including relationships among days, months, and years, as
well as minutes and hours.  
Objectives  The student will identify different dates on a

calendar
 The student will use a calendar to figure out answers
to questions
My Background Knowledge  There are seven days in a week, twelve months in a

year, 28, 30, or 31 days in a month, and 365 days in
a year
 Calendar is important as a real life skill so students
can learn how to track days within a month or to
know when a new month is beginning
Materials needed/preplanning -Math Notebook

logistics -Calendars
Activity description 1. Introduce Calendar

 Days in a Week
 Months in a Year
 Days in a Month
o 30 days – September, April, June, and
November
o 31 days – January, March, May, July,
August, October, December
o 28 days – February
 Days in a Year
2. Calendar Activity
 Using a calendar, we will practice finding days on
the calendar

This group will This group will This group will
work on start by looking at work on answering
answering a calendar more in questions
questions depth and will go regarding the
regarding the on to answering calendar, such as
calendar, such as more specific “what is the third
“what is the third questions. Monday” or “what
Monday” or is six days before
“what is six days this date”
before this date”
Assessment
Whole & Small Group Reading – Skill Building – Day Two
Name of lesson Reading – Skill Building
l) Differentiate between fiction and nonfiction.  
Objectives  The student will choose the best answer based on the
text
 The student will make use of the text to prove their
answer
My Background Knowledge  The difference between fiction and non-fiction is

that one tells a true story and one does not
Materials needed/preplanning -Flocab

logistics -Sort
-Released Test
Activity description 1. Released Test – Speedy and Spotty

 Students will work in small groups to read and
analyze the text
 These groups are differentiated with students that are
high and low in reading
2. Fiction vs. Non-Fiction
 Flocabulary
 Discuss Flocabulary
 Sort

No small group today No small group today
Assessment Speedy and Spotty is graded

Reflection
Language – Whole Group – Possessive Nouns
Name of lesson Language – Possessive Nouns
e) Use singular possessives 
Objectives  The student will identify where an apostrophe goes

to show possession
My Background Knowledge  Possessive nouns shows ownership

 In order to make a noun possessive, there has to be
an apostrophe s
Materials needed/preplanning -Poster

Activity description 1. Possessive Noun Poster

 I will introduce students to the idea of possessive
noun’s using a poster that defines and shows
students how to use an apostrophe s
2. Possessive Noun Worksheet
 Students will get a short worksheet that assesses
their ability to make nouns possessive
Differentiation
Reflection
Social Studies – Ancient Mali – Day Ten
(trade).
Specific Content  The student will recall information about Ancient

Mali
 The student will evaluate their work and effort in
terms of their projects

Materials needed/preplanning -Gris-Gris Project

logistics -Rubrics
-Quiz
Activity description 1. Rubrics

 Students will look at their gris-gris and evaluate
their work and effort they put into their project and
give themselves a grade they believe they deserve
2. Ancient Mali Quiz
 Students will take a summative quiz that covers
what we’ve learned in Ancient Mali
Differentiation
Assessment Quiz
Reflection
Math – Graphing – Day One
Name of lesson Graphing – Day One

c) read and interpret the data represented in line plots, bar
graphs, and picture graphs and  write a sentence analyzing
the data.  
Objectives  The student will find information using a graph

 The student will recall information about time,
calendar, and temperature
My Background Knowledge  In order to read a bar graph, you need to know that
there are labels and a title
 Different bar graphs may have different intervals
and students need to check that
Materials needed/preplanning -Workbook

logistics -Graph Cutout
-Math Journal
-Time Test
Activity description 1. Reading a Bar Graph

 Students will have a bar graph that they can glue
into their math notebook
 Students will practice reading a bar graph in their
workbook
2. Time/Calendar/Temperature Test
Differentiation Group A Group C

We will work on tally charts We will work on tally charts
Assessment Workbook page
Reflection
Whole & Small Group Reading – Skill Building – Day Two
Name of lesson Reading – Skill Building
l) Differentiate between fiction and nonfiction.  
Objectives  The student will choose the best answer based on the
text
 The student will make use of the text to prove their
answer
My Background Knowledge  The difference between fiction and non-fiction is

that one tells a true story and one does not
Materials needed/preplanning -Flocab

logistics -Sort
-Released Test
Activity description 1. Released Test – Speedy and Spotty

analyze the text
2. Fiction vs. Non-Fiction
 Flocabulary
 Discuss Flocabulary
 Sort

No small group today No small group today
Assessment Speedy and Spotty is graded

Reflection
Language – Whole Group – Possessive Nouns
Name of lesson Language – Possessive Nouns
e) Use singular possessives 
Objectives  The student will identify where an apostrophe goes

to show possession
My Background Knowledge  Possessive nouns shows ownership

 In order to make a noun possessive, there has to be
an apostrophe s
Materials needed/preplanning -Poster

Activity description 1. Possessive Noun Poster

 I will introduce students to the idea of possessive
noun’s using a poster that defines and shows
students how to use an apostrophe s
2. Possessive Noun Worksheet
 Students will get a short worksheet that assesses
their ability to make nouns possessive
Differentiation
Reflection

(trade).

Mali


logistics -Rubrics
-Quiz

Differentiation
Assessment Quiz
Reflection
Name of lesson Graphing – Day One

the data.  
Objectives  The student will find information using a graph

 The student will recall information about time,
calendar, and temperature
My Background Knowledge  In order to read a bar graph, you need to know that
 Different bar graphs may have different intervals
and students need to check that
Materials needed/preplanning -Workbook

logistics -Graph Cutout
-Math Journal
-Time Test
Activity description 1. Reading a Bar Graph

 Students will have a bar graph that they can glue
 Students will practice reading a bar graph in their
workbook
2. Time/Calendar/Temperature Test
Differentiation Group A Group C

We will work on tally charts We will work on tally charts
Assessment Workbook page
Reflection
Whole & Small Group Reading – Building Skills – Day Three
Name of lesson Reading – Building Skills
f) Ask and answer questions about what is read.  
g) Draw conclusions about text.  
i) Identify the main idea.  
j) Identify supporting details.  
Objectives  The student will find key words to understand cause

and effect
 The student will show proof to back up their answers
 The student will label the main idea and supporting
details of a text
My Background Knowledge  In order to find cause and effect in the text, there
will be key words to help students.
 The cause of an event is what effects the outcome
 The main idea is the subject of the text and there are
details that support that main idea, which is what
goes more in depth
Materials needed/preplanning -Polly’s Terrible Day

logistics -An Eight-Legged Marvel
-Vocabulary Review Packet
Activity description 1. Cause and Effect

 Introduce Cause and Effect
 Go over key words to look for, such as because,
why, when, and so
2. Polly’s Terrible Day
 Read as whole group
 Have students do the back on their own after going
over the first question
-Vocabulary review packet -Main Idea

Syllabification, Homophones
Assessment
Reflection
Language – Whole Group – Day Three
Name of lesson Homophones
a) Use knowledge of homophones.  
Objectives  The student will listen to different words

 The student will identify homophones and their
different meanings
My Background Knowledge  Be/bee, hear/here, sea/see

 Homophones are words that sound the same but
have different meanings
Materials needed/preplanning -Worksheet

logistics -Focus Wall
Activity description 1. Homophones

 In order to introduce homophones, I will go over
that homophones are words that sound the same but
2. Homophones Worksheet
 Students will complete a homophones worksheet
Differentiation
Assessment
Reflection
Social Studies – Ancient Mali – Day One

Name of lesson Ancient Mali – Day One
(trade).
Specific Content  The student will

Materials needed/preplanning -Africa Map

logistics -Notes about Africa
-Yellow, pink, red, blue colored pencil
-History notebook
Activity description 1. Introducing Ancient Mali

 Students will glue information into their notebook
 On their map of Africa, they will draw Ancient Mali,
the Niger River, Timbuktu, and the Sahara Desert
Differentiation
Assessment
Math – Graphing – Day Two
Name of lesson Bar Graph – Day Two

a) collect and organize data, using observations,
measurements, surveys, or experiments;  
b) construct a line plot, a picture graph, or a bar graph to
represent the data;
Objectives  The student will create their own bar graph based
off data they are given
 The students will identify the main parts of a bar
graph
My Background Knowledge  Graphs must have two labels and a title

 The bars in a bar graph cannot touch
 A graph shows data that has been collected and
offers a way for people to interpret that data

logistics -Math Workbook
-Supplies
Activity description 1. Making Bar Graphs

 Using workbook page 289-290, we will make a bar
graph as a class. Students will make their bar graphs
in their math note book
 Students will finish the workbook page as seatwork

The students will The students will The students
create a bar graph create a bar graph will create a bar
based off of based off of graph based off
information in the information in the of information in
workbook. Then workbook. Then the workbook.
students will students will Then students
collect data in collect data in will collect data
order to create order to create in order to create
their own bar their own bar their own bar
graph. graph. graph.
Assessment
Whole & Small Group Reading – Building Skills – Day Four
g) Draw conclusions about text.  
i) Identify the main idea.  
j) Identify supporting details.  
Objectives  The student will analyze the text in order to prove

their answers
 The student will listen to the text and refer to it as
they complete the packet
 The student will
My Background Knowledge  The main idea is the subject of the text and there are
details that support that main idea, which is what
goes more in depth
Materials needed/preplanning -Ready for the Race packet

logistics -Vocab packet
-Cook’s surprise
Activity description 1. Released Test – Ready for the Race

analyze the text
Differentiation Purple and Blue Pink and Green

-Finish Vocab. packet -Cook’s Surprise

-Released test to help
students with familarizing
themselves with what the
SOL may be like
Assessment
Reflection
Language – Whole Groups – Day Four
Name of lesson Language – Commas in a series
f) Use commas in a simple series.  
Objectives  The student will recognize the correct way to use

commas in a series
 The student will restate a series of statements by
adding commas
My Background Knowledge  When listing a series of things, commas need to go

after every object and before the and
Materials needed/preplanning -Commas in a series Worksheet

logistics -White board
-White board marker
Activity description 1. Introduce Commas

 In order to introduce commas in a series, I will have
three different phrases written on the board and I
will have students predict on how to make it into a
shorter sentence
 As a whole group we will work on using commas to
order things into a series
2. Worksheet
 Students will complete a worksheet that works on
this skill
Differentiation
Assessment
Reflection
Social Studies – Ancient Mali – Day Two
11:20 – 11:55
Name of lesson Ancient Mali – Introduction – Day Two
government (kings), and economic development (trade).

Mali

Materials needed/preplanning -Powerpoint

logistics
Activity description -Powerpoint

 Picture of Mali
o Teacher Talk Aloud: In your history
notebooks, look at the map of Africa in your
notebook.
 Kings of Mali
o Teacher Talk Aloud: Ancient Mali had two
important leaders, called kings. The first one
was Sundiata. The second was Mansa Musa.
 Sundiata
 Sundiata was the first major
king because Ancient Mali
started prospering, or thrive
and grow, under his rule.
 Mansa Musa
 Mansa Musa is considered the
greatest king of Ancient Mali
because of the creation of
Timbuktu and because he
made Mali a major trading
and learning center.
 Islam/Muslim
o Teacher Talk Aloud: After Mansa Musa
became king, he brought the religion of
Islam to Ancient Mali. This is how this area
started to believe in Islam
 Mali Trade
o Teacher Talk Aloud: In Ancient Mali, there
was two major items that were traded. These
were called natural resources, because they
came from nature. The first one was gold.
Why do you think gold was important?
o Talk about student answers.
o Teacher Think Aloud: The main reason that
gold was important was because it was easy
for the people of Ancient Mali to understand
the value of gold, just like we use money to
get certain things, they used gold to trade for
things. They would travel to the south to get
their gold, and once they had it they would
use it to trade for our second resource, which
is salt.
 Salt
o Teacher Talk Aloud: Why do you think salt
was something that was traded?
o Teacher Talk Aloud: Salt was used for one
very important thing. The first thing was to
preserve the food that people had so that
things like meat wouldn’t spoil. Another
thing was so that they would
 Timbuktu
o Ask students to find Timbuktu on their map
that they have in their history notebook.
o Teacher Talk Aloud: Timbuktu was a very
important city in Mali that Mansa Musa
created. Mansa Musa wanted a city where he
could have a place that was known for
learning. Because of this, he had universities
and libraries built. It also became the largest
trading center in Mali because there was
gold to the south and salt to the north.
o Have students find the Niger River on their
map.
o Teacher Talk Aloud: Timbuktu was on the
Niger River, which also made it good for
trade, having food, and for washing.
 Griots
o Teacher Think Aloud: Other than the king,
some of the most important people in Ancient
Mali were griots, who were storytellers. Why
do you think they were important?
o Teacher Think Aloud: These griots told the
history of Ancient Mali and much of what we
know now is because of these griots.
Differentiation
Assessment
Math – Graphing – Day Two
Name of lesson Reading a Pictograph – Day One

the data.  
Objectives  The student will organize data based on their survey

 The student will create a bar graph based on their
data
 The student will infer infortmation based off of a
pictograph
My Background Knowledge  In order to read a pictograph, you need to know that

 Pictographs have keys that will help in
understanding how the data in the graph is counted
Materials needed/preplanning -Pictograph Scoot

logistics -Math Notebook
Activity description 1. Reading a Pictograph

 Students will have a pictograph that they can glue
 We will focus on the key of the pictograph
 Students will practice reading a pictograph in their
workbook
2. Pictograph Scoot
 Students will get practice reading a pictograph by
doing a scoot during small group instruction
Differentiation
Assessment Homework
Whole & Small Group Reading – Building Skills – Day Five
Friday – April 13, 2018
Content Standards
Objectives  The student will
My Background Knowledge 
Materials needed/preplanning
logistics
Activity description 1. Drawing conclusions

Contractions and Possessives Contractions and

Possessives
Assessment
Reflection
Language – Whole Group – Day Five
Name of lesson Language – Contractions with Pronouns
h) Use apostrophes in contractions with pronouns and in
possessives.  
Objectives  The student will use apostrophes to create

contractions
 The student will distinguish between possessive and
contractions with the “’s”
My Background Knowledge  In order to create a contraction, two words are put

together using an apostrophe
Materials needed/preplanning -Dry Erase Boards

logistics -Contraction Matching Game
Activity description 1. Reviewing Contractions

 To review contractions, we will play a contraction
matching game where students have to find the
matching contraction to the two words that make
that contraction
2. Contractions and Possessives Game
 On the board I will write two words that need to be
made into a contraction or vice versa and students
will write the correct answer on their white board
 I will also go over the difference between the
contraction or possessive of apostrophe s which will
also be done with points
 Students should have at least twenty points by the
end of the game
Differentiation Blue and Purple Pink and Green

Students will create Students will create possessive
possessive nouns and nouns and contractions using
contractions using their their white boards
white boards
Assessment -Students will play for points when answering questions on
their white board and should have at least twenty points
after our game
Reflection
11:20 – 11:55
(trade).
Objectives  Students will describe pictures within the text

 Students will predict main ideas of the text by
looking at pictures
 Students will use the text to find answers to
questions

very different

logistics -Video
Activity description 1. Ancient Mali Booklets

 Today students will have booklets about Ancient
Mali that we will read.
 Picture Walk and Read Aloud
o Teacher Think Aloud: In these booklets, we
are going to learn more about Ancient Mali
and what life was like in Ancient Mali. We
are going to read it together and look at the
pictures on each page to think about what
Ancient Mali may have been like
o Pages 1-2
 Teacher Think Aloud: First, let’s look
at the images on the first two pages.
What can we tell from these pictures?
What is something we might learn
about on these pages?
o Pages 3-4
these pages?
o Pages 5-6
these pages?
o Pages 7-8
these pages?
o Pages 9-10
these pages?
o Glossary
 Teacher Think Aloud: On our last
page, we have a glossary. How can
the glossary help us?
2. Video
 Depending on time, what this video
o The Great Malian Empire -
https://www.youtube.com/watch?v=jna1EN
Y5hi4&t=0s
Differentiation
Assessment
Math – Graphing – Day Four
Name of lesson Making a Pictograph – Day Four

represent the data;
Objectives  The student will create their own pictograph based

graph
My Background Knowledge  Pictograph must have a key and a title

 Data is shown in a pictograph by the pictures in the
graph
Materials needed/preplanning -
-Supplies
Activity description 1. Making Pictographs

 Using workbook page 287-288, we will make a
pictograph as a class. Students will make their
pictographs in their math notebook
 Students will finish the workbook page as seatwork

Students will Students will work Students will work
work on reading on reading and on reading and
and making a making a making a
pictograph pictograph pictograph
Assessment Small Group Activity
Whole & Small Group Reading – Review Skills – Day One
Name of lesson Reading – Making Predictions
Content Standards The student will read and demonstrate comprehension of

fictional text and poetry
c) Make, confirm, or revise predictions.  
3.4 The student will expand vocabulary when reading.  

g) Use word reference resources including the glossary,
dictionary, and thesaurus.  
Objectives  The student will predict what will happen in a text

 The student will apply skills that helps them use
reference resources
My Background Knowledge  Predictions help activate thinking in readers

 Active readers are always thinking about what will
come next and making predictions
Materials needed/preplanning -Prediction Scoot

logistics
Activity description 1. Making Predictions

 With students, we will discuss the importance of
making predictions and how we use that skill
 Tell students that making predictions involves
thinking about what will happen next and using
either pictures or text to tell what will happen next
 We will go over predictions by looking at titles of a
piece of text and having students predict what they
think will happen in the text based off of the title
2. Prediction Scoot
Differentiation Blue and Purple Green and Pink

Ms. Estep – Guide Words -Guide Words

Assessment -Scoot
Reflection
(trade).
Specific Content  The student will state their answers based off of the
Ancient Mali text that we read
 The student will record information from the Our
World text

Materials needed/preplanning -Ancient Mali sheet

logistics -Our World Textbook
-Our World sheet
Activity description 1. Finish Ancient Mali sheet

2. Our World Text and Questions
Differentiation
Assessment -Our World Worksheet

-Ancient Mali Worksheet
Reflection
Math – Graphing – Day Five
Name of lesson Reading a Line Plot – Day Six

the data.  
Objectives  The student will analyze a line plot

 The student will record information based off of the
line plot they are reading
My Background Knowledge  Line plots must have two labels and a title
 Each symbol on a line plot represents a piece of data
Materials needed/preplanning -Workbook Pages

logistics -Line Plot Worksheet
Activity description 1. Reading a Line Plot

 Using the workbook, we will introduce how to read
a line plot
2. Line Plot Seatwork
 Students will do seatwork when they are not in small
group to help reinforce how to read a line plot

Students will Students will work Students will work
work on reading on reading line on reading line
line plots in plots in small plots in small
small group. group. group.
Assessment
Reflection
Whole & Small Group Reading – Review Skills – Day Two
Name of lesson Reading – Sequencing with Flowcharts
Content Standards 3.3 The student will apply word-analysis skills when
reading.
a) Use knowledge of regular and irregular vowel patterns.
 
b) Decode regular multisyllabic words.  
3.4 The student will expand vocabulary when reading.  

g) Use word reference resources including the glossary,
dictionary, and thesaurus.  
Objectives  The student will sequence events correctly from the

text using a flowchart
My Background Knowledge  Sequencing is important for readers, as it helps with

comprehension and helps students understand what
is happening in a story
 Sequencing also shows whether or not a reader has
paid attention to the reading because it gives order of
events
 Students can prove their answers by looking for
events in the text
Materials needed/preplanning -Text

logistics -Flowcharts
-Reference Source Packets
-Guide Word
Activity description 1. Introduce Sequencing

 I will ask students what it means to sequence
something
2. Sequence with Flowchart
 Students will read a passage and we will work on
sequencing the events in a flowchart
-Reference Source Packet -Guide Words
Assessment -Flowchart Sequence
Reflection
Language – Whole Group Groups – Day One
Name of lesson Language – SOL Review
Content Standards 3.4 The student will expand vocabulary when reading.  
Objectives  The student will identify compound words

 The student will
My Background Knowledge  Compound words are words that consist of two

smaller words
Materials needed/preplanning -Compound words worksheet

logistics -Compound words cards
Activity description 1. Create Compound Words

 Using cards, we will create compound words and
work on identifying compound words
2. Compound Words Worksheet
 Students will do a worksheet having to do with
compound words
Differentiation
Assessment -Compound Words Worksheet
Reflection
Social Studies – Ancient Mali – Day Five
Name of lesson Ancient Mali – Day Five
(trade).
Specific Content  The student will record information from the packet
 The student will show important information from
the text by highlighting and/or underling

Materials needed/preplanning  Ancient Mali Packet

logistics  Video
Activity description 1. Video – Five Minute History

https://www.youtube.com/watch?v=jna1ENY5hi4
2. Ancient Mali Packet
 Students will read and complete a packet about
Ancient Mali in pairs
Differentiation For students that struggle, we will go back and find exactly
where the answer is in the text.
Assessment -Packet
Reflection
Math – Graphing – Day Seven

Name of lesson Time – Day Seven

represent the data;
Objectives  The student will create their own bar graph based
graph
My Background Knowledge  Graphs must have two labels and a title

 The bars in a bar graph cannot touch

-Supplies
Activity description 1. Making Line Plots

 As a class we will make a line plot
2. Making Line Plots
 Using workbook page 290-291, we will work on
making line plots as a whole group

As a group, we As a group, we will As a group, we
will work on work on how to will work on
how to properly properly make a line how to properly
make a line plot. plot. make a line plot.
Assessment
Whole & Small Group Reading – Review Skills – Day Three
Name of lesson Review Skills – Poetry Review
a) Set a purpose for reading.  
Objectives  The student will listen to the poem

 The student will analyze the poem, including rhyme
scheme and answering questions about the poem
My Background Knowledge  Poetry is important for students to listen to and learn

about because it provides a creative and different
perspective
 In poetry, students need to know rhyme scheme and
what the poem is about
Materials needed/preplanning -New Kid on the Block poems

logistics -My Best Friend Poem
Activity description 1. Poetry Review

 I will read a couple of poems to students from “New
Kid on the Block”
 We will follow up with “My Best Friend” and work
on annotating and analyzing this poem

-Reference Source Packet -Scared Stiff
Assessment
Reflection
Social Studies – Ancient Mali – Day Six
Name of lesson Ancient Mali – Day Six
(trade).
Specific Content  The student will recall answers from the fable and
locate them in the text
 The student will identify answers from the text on
their own

Materials needed/preplanning -Video

logistics -Fable handout
Activity description 1. Ancient Mali Video

=0s
2. Fable – The Tortoise and the Eagle
 Review griots and storytelling
 Introduce African fable: The Tortoise and the Eagle
 Read fable as a class
 Students will finish the questions individually
Differentiation
Assessment
Reflection
Name of lesson Probability – Day Eight

represent the data;
the data.  
Objectives  The student will analyze all three types of graphs

 The student will create at least one type of graph
My Background Knowledge  Graphing is important for students to understand

because it collects and organizes data
 Students need to understand three types of graphs:
line plots, bar graphs, and pictographs
Materials needed/preplanning -Graph Paper

logistics -Graph Worksheets
Activity description 1. Review Graphs

 As a group we will review three types of graphs,
both reading and making them
2. Types of Graphs
 In small groups and during seat work, students will
work on analyzing all three types of graphs as a
review for the test

We will review We will review all We will review all
all three types of three types of three types of
graphs by graphs by graphs by
answering answering answering
questions about questions about questions about
them and them and creating them and creating
creating them. them. them.
Assessment -Test tomorrow
Reflection
Whole & Small Group Reading – Review Skills – Day Four
Name of lesson Review Skills – Main Idea
i) Identify the main idea.
j) Identify the supporting details
Objectives  The student will distinguish the main idea of a

passage
 The student will describe the main idea and
supporting details
My Background Knowledge  By being able to find the main idea and supporting
details, it shows that students are being good and
active readers
Materials needed/preplanning -Text

logistics -Highlighter
-Main Idea Graphic Organizer
Activity description 1. Main Idea and Supporting Details Discussion

 I will ask students what they think a main idea and
supporting detail would be
2. Finding the Main Idea
 We will read the text as a class and students will fill
out the graphic organizer based on the main idea of
the passage and the supporting details that back that
up

-Two Poems -Two Poems

-Using two poems, we will -Using two poems, we will
review more poetry analysis review more poetry analysis
Assessment
Reflection
Social Studies – Ancient Mali – Day Seven
Name of lesson Ancient Mali – Day Seven
(trade).
Specific Content  The student will create a gris-gris

 The student will explain what they’ve learned about
Ancient Mali

Materials needed/preplanning -Gris-Gris Materials

logistics
Activity description 1. Introduce Gris-Gris

 Give background knowledge about what a gris-gris
is and how they were used
2. Complete Gris-Gris
 Students will start making their own gris-gris and
they will write down what they’ve learned on the
back
 Depending on student progress, they will start
decorating it
Differentiation None needed
Assessment
Reflection
Whole & Small Group Reading – Review Skills – Day Five
Name of lesson Review Skills - Homophones
a) Use knowledge of homophones.  
Objectives  The student will listen to different words

 The student will identify homophones and their
different meanings
My Background Knowledge  Be/bee, hear/here, sea/see

 Homophones are words that sound the same but
Materials needed/preplanning -Focus Wall

-Game Materials
Activity description 1. Review Homophones

 We will play a homophone game in order to review
popular homophones
2. Worksheet
 Students will finish the lesson by doing a worksheet
for assessment

-Driven to See the Movies -Ostrich Odd Bird
Assessment -Homophone Worksheet
Reflection
Spelling – Both Groups – Day Five
Name of lesson Spelling – SOL Review
Content Standards
Objectives  The student will recall how to spell spelling words
My Background Knowledge  Students need to know these words to be prepared

for the SOL
Materials needed/preplanning -Quiz

logistics
Activity description 1. Spelling Quiz

 Students will be quizzed based on the SOL review
spelling list
Differentiation
Assessment
Reflection
Social Studies – Ancient Mali – Day Eight
(trade).


Materials needed/preplanning -Fact and Opinion Worksheet

Activity description 1, Finish Gris-Gris

2. Fact and Opinion Worksheet
Differentiation
Assessment
Reflection
Social Studies – Ancient Mali – Day Nine
(trade).


Materials needed/preplanning -Fact and Opinion Worksheet

Activity description 1. Fact and Opinion Worksheet

2. Review Game
 “I have...who has?”
 This game will help them think about what they’ve
learned about Ancient Mali and review for their test
the next day
Differentiation
Assessment Quiz tomorrow
Reflection
(trade).

Mali


logistics -Rubrics
-Quiz

Differentiation
Assessment Quiz
Reflection

3rd Grade Compilation

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Math – Graduated Cylinder

Tuesday, March 20th

Name of lesson Graduated Cylinder

Specific Content Students will learn about graduated cylinders, specifically

My Background Knowledge I know that in order to get an accurate measurement, you

My beliefs about how to teach

Materials needed/preplanning -Graduated Cylinders

Activity description 1. What Is A Graduated Cylinder?

Assessment Students were given a short worksheet to complete that

Content Standards 3.4 The student will develop map skills by

Materials needed/preplanning -Projector

Activity description 1. Powerpoint

Name of lesson Perimeter – Day One

Content Standards 3.10 The student will

My beliefs about how to teach

Materials needed/preplanning -Ruler

Activity description 1. What is Perimeter?

Name of lesson Reading – Context Clues

Objectives  The student will review the strategy of using context

My Background Knowledge  In order to find out what an unknown word means

Materials needed/preplanning -Character Trait Worksheets

Activity description 1. Review Context Clues

2. Context Clues – Character Traits Worksheet

Differentiation Purple Small Group Blue Small Group

-Match Words and -Match Words and

Name of lesson Spelling - Suffixes

Objectives  The students will identify what a suffix is

Materials needed/preplanning -Suffix Sort

Activity description 1. Review Suffixes

Differentiation Differentiation is usually done by having two separate

Name of lesson Ancient Mali – Day Three

Objectives  Students will locate correct answers in the textbook

My Background Knowledge  Compared to Ancient Rome and Ancient Greece that

Materials needed/preplanning -Ancient Mali Booklets

Activity description 1. Our World Worksheet

Name of lesson Perimeter – Day One

Content Standards 3.10 The student will

Objectives  Students will demonstrate how to calculate

My Background Knowledge  Perimeter is the distance around an object

Materials needed/preplanning -Rectangles

Activity description 1. Review Perimeter

Differentiation Small groups are focusing more on perimeter in the

Assessment Students have

Name of lesson Reading – Context Clues

Objectives  The student will review the strategy of using context

My Background Knowledge  In order to find out what an unknown word means

Materials needed/preplanning -Flocabulary video

Activity description 1. Review Context Clues

-Finding Proof Worksheet #1 -Finding Proof Worksheet

Name of lesson Spelling - Suffixes

Objectives  The students will identify what a suffix is

Materials needed/preplanning -Suffix Sort

Activity description 1. Review Suffixes

Name of lesson Ancient Mali – Day Three

Objectives  Students will describe pictures within the text

My Background Knowledge  Compared to Ancient Rome and Ancient Greece that

Materials needed/preplanning -Ancient Mali Booklets

Activity description 1. Ancient Mali Booklets

Name of lesson Area – Day One

Content Standards 3.10 The student will

Objectives  Students will demonstrate how to calculate area

My Background Knowledge  Area is the amount of square units on an object’s

Materials needed/preplanning -Manipulatives